GYMNASTICS
Lesson 1 - Introduction
Lesson Objective
Today we will…
• Develop understanding of gymnastics content
1. Identify block objectives
2. Disprove the myth that you must summersault...
3. Consider which factors might impact on our
performance
BLOCK OBJECTIVES…
Block Objectives
1. Improve our practical performance
2. Develop our understanding of two factors that impact on
performance
Improving Practical Performance
1. Learn to perform new skills
2. Refine performance of existing skills
3. Create your own gymnastics sequence
Knowledge of two factors that impact on
performance
Mental
Emotional
Physical
Social
Fitness
Skill
Tactics
Think… Pair… Share…
Instructions
1.
On your own, no discussing, THINK which factor has the biggest impact on your
gymnastics performance. Remember it could impact positively or negatively
2.
Explain to your partner how the factor impacts on you
THE MYTH…
Disproving the myth that you must
summersault
Group Peer Assessment Task
Task
• As a group observe the four performers.
• Using the SQA assessment standards and the success criteria
provided assess each performance.
• As a group reach a conclusion as to whether the performer
would pass at National 5
Assessment Criteria
Assessment Standard
1.1
Selecting and applying straightforward movement and performance skills, with
some complex actions, displaying consistency in control and fluency
1.2 Demonstrating body and spatial awareness with clear patterns and rhythms
1.3 Working co-operatively with others
1.4
Using and applying straightforward techniques and composition or tactics safely
and effectively
1.5
Making appropriate decisions and straightforward adaptations in response to a
range of variables
1.6
Demonstrating consistency of movement and performance skills in a range of
performance contexts
Success Criteria
1.1 1. Candidates can apply a variety and range of skills during a sequence, some simple and some
complex skills, such as forward roll, cartwheel, handstand and summersault.
2. Candidate can complete a basic movement sequence with control.
3. Candidate can complete a more complex movement sequence with control and fluency.
1.2
1.3
1. Candidate demonstrates good control and balance throughout their sequence.
2. Candidate is able to select the correct moves in order to maintain fluency throughout their
sequence.
1.
2.
3.
4.
Candidate can cooperate with others to set up and put away equipment.
Candidate can offer feedback to a partner on their performance.
Candidate can accept feedback from others and work on their strengths and weaknesses.
Candidate can work with others to help them practice.
1.4 1. Candidate is able to show creativity when performing their sequence.
2. Candidate is able to select and perform moves which link together to show fluency.
3. Candidate is able to maintain control and balance by selecting the appropriate linking
moves.
1. Candidate demonstrates the ability to adapt his/her routine/performance in response to a
change in variables.
1.5
2. Candidate can adapt performance of skill, if necessary, to maintain fluency and control
throughout their performance
1.6 1. Candidate shows consistency throughout their routine.
2. Candidate demonstrates consistency of movement over different apparatus.
Group Peer Assessment Task
Task
• As a group observe the four performers.
• Using the SQA assessment standards and the success criteria
provided assess each performance.
• As a group reach a conclusion as to whether the performer
would pass at National 5
Video Clips
• Performer 1
video 1
video 2
• Performer 2
video 1
• Performer 3
video 1
video 2
• Performer 4
video 1
video 2